The training of a professional in the area of computing involves understanding the process of building software. In the Computer Science course curricular guidelines, this training is a requirement for graduating from the course. For the construction of the Pedagogical Project of the Course (PPC), the In-stitutions observe reference documents for the development of the project according to the local/regional specificity. Dealing with computing courses, the National Curricular Guidelines (DCN) for Computing courses, the training references of the Brazil-ian Computing Society (SBC) and the Guide to the Software Engineering Body of Knowledge (SWEBOK), are key elements to support the construction of the PPC. In Computer Science courses, software engineering is presented as a central element in technological training for students. Software engineering defines stages for the construction of quality software, which begins with the requirements conception, analysis, design and ends with the construction of the solution. The scope of this article will deal with the software design area, which is responsible for defining an implementable structure for a software product, which meets the specified requirements, that is, makes the communication interface between the requirements and the construction of the software. In the specialized literature, the area of Software Design (SD) is presented as important and emerging topics in the training of Computing professionals. Emerging topics for teaching Software Engineering aligned with teaching Software Design were identified, such as: UX Design Practices, Current Interface Prototyping Tools and Design Patterns. One of the challenges for the area of Software Engineering is the high heterogeneity of solutions, leading to hybrid systems, with multi-paradigms, and this heterogeneity reflects on how the professional designs the solution, what is directly associated with training in Software Design. The justification for the development of this article is given by the need to understand how the curricula of Computer Science courses are contemplating the Software Design stage and the alignment of contents to the SWEBOK guide. Given this context, the objective of this work is to identify the panorama of Software Design teaching in the Computer Science course in Higher Education Institutions in Brazil. To this end, an analysis of the disciplines of the courses selected for the research was carried out, in order to identify which SubTopics defined in the SWEBOK for the Software Design knowledge area are present in the subjects. It was observed the diversity of subjects that deal with aspects of Software Design and the dispersion of these contents throughout the student's academic path, with the highest concentration in the 2nd and 3rd year of the course. In addition, contents related to Software Design Quality are little explored in CS courses. The study enables the discussion on teaching software design in the computer science course, seeking to address the gaps identified in this study, with the objective of making improvements in Project Pedagogical of the courses from the perspective of teaching software design.

This Research to Practice Full Paper seeks to map the assets of ACM / IEEE, SBC and SWEBOK guide specifically in the knowledge area of Software Process Improvement (SPI) to create a set of contents and competences to be addressed in the classroom, aligned with international and Brazilian references using the good practices of CMMI DEV v2.0 and MR-MPS-SW 2023. The teacher is the main gear for conducting teaching, research, and extension, being responsible for selecting the methods to be used to improve the teaching-learning process. SPI is a set of partially ordered steps with the intention of achieving a goal within the context of software development and involves understanding existing processes and changing them to increase product quality and / or reduce costs and development time. Thus, teaching SPI needs to be addressed in computing courses to meet the wishes of the software industry.

Knowledge as an organizational asset is of great importance in the decision-making process, which needs to be managed properly in order to achieve, from this, a competitive differential in the respective segment of the labor market where the organization is inserted. Thus, managing knowledge and making it an exploitable asset within the organization is of great importance. Therefore, generating new ideas, solutions and innovations and making them available to members of the organization, whether from an organizational database or even from the process of socialization among employees, is necessary for the maintenance of knowledge. Based on this, this work presents the evaluation of an experience report that consisted of the application of a gamification to support the teaching and learning of the knowledge management assets and process in a research laboratory context. The data collected, both during the application of gamification, and at the end of the experiment in the feedback and evaluation meeting, were analyzed qualitatively from the application of Affective Computing and also through the SWOT (Strengths, Weaknesses, Opportunities, Threats) matrix. After analyzing these data, the effectiveness of this gamified proposal was proven in order to stimulate the teaching and learning process of knowledge management.

This Research to Practice Full Paper presents that the use of gamified approaches in education has become increasingly common in classrooms. Aspects related to the motivation and engagement of students with a focus on learning are a constant challenge for professors, who use methodologies and tools to make the classroom a space for fun and learning. In addition, the use of tools and techniques to motivate and present more attractiveness in teaching is a constant challenge for professors. In an increasingly connected society, not using technology in the classroom is not an option. Allied to this approach through the use of gamification, the tools that support this process are highlighted, especially Kahoot!, a tool to encourage learning, is one of the main tools used by professors and students to support the teaching-learning process. The market for this application already has 24 million users. Considering the COVID-19 pandemic scenario, declared in Brazil in March 2020, and the need to continue teaching activities, the main alternative for Educational Institutions to maintain their academic activities was the change to a remote emergency teaching format. Given this scenario, this work aims to present a comparative study on the use of Kahoot! in two subjects of the Information Systems course at Federal University of the South and Southeast of Pará, in Brazil, in both classroom and remote teaching modalities. The motivation for carrying out the study was due to the need to understand and evaluate the use of the tool in the remote context, due to the COVID-19 pandemic, and to compare it with the face-to-face format. As a result, the acceptance of 83.3% in face-to-face teaching and 58.8% in remote teaching was obtained for the use of the tool, in addition to the best performance in the Kahoot! in face-to-face teaching in relation to remote teaching, with the general average of correct answers of 62.81% and 47.56% for classroom teaching and remote teaching, respectively. So, this paper presents: (i) the theoretical foundation of this work, (ii) some works related to the research object, (iii) the research methodology for the development of the work, (iv) the structuring of Kahoot!’s application in classes, (v) the results of applying Kahoot! in classes and the discussion of the main results of this work.

This Research Full Paper presents that nowadays it can see the growing evolution of the software development process, making agile methodologies commonly used. In this context, exploratory testing stands out as an alternative used in the industry to meet the needs of agile and / or short-term testing processes. However, professionals use this agile testing approach in an unstructured way, and this may be because they don't really understand how to apply it strategically where they can involve design and execution activities. In this context, this paper aims to present an approach that allows to apply the teaching of design and execution activities of exploratory test following structured procedures and aligned to the curricula (Brazilian and international) of the software engineering together with relevant practices in the industry. This study originates from a literature review, where important gaps are perceived to address exploratory testing education regarding design and execution activities. This involves the need to map the assets present in the curricula of the Brazilian Computer Society (SBC) and the Association for Machinery and Institute of Electrical and Electronics Engineer (ACM / IEEE), as well as being guided by the practices prescribed in the TMMi, by have a process area dedicated to these activities. In addition, we highlight the importance of having conducted interviews with professionals to identify tools, techniques and work products commonly used in the industry so that all this supports the alignment between academic and industrial context. In this way, it was possible to develop a consistent program of studies that allowed the construction of a teaching plan involving active pedagogical practices so that students can "learn by doing" in a more interactive way, that is, provide a student-centered teaching and learning in order to make such an approach more beneficial to the student, conditioning them to obtain the competences and abilities expected in the industry.

This Research to Practice Full Paper presents the results obtained in an implementation of a flipped classroom, taught remotely synchronously in a subject of software testing in a graduate class. Due to the maintenance of the COVID-19 pandemic in the year 2021 due to the emergence of some variants, some universities around the world, especially in countries with a still high transmission rate, decided to continue with remote classes in this academic period. In this context, Software Testing is an important topic of knowledge derived from Software Engineering and has been gaining prominence in development companies in recent years, however it is a subject that needs a more practical and dynamic way of learning to obtain skills and competences. by the students. In order to promote a good teaching and learning process, more and more teachers and professors have been taking greater care in the selection of teaching strategies to help build the knowledge of their students, one of these strategies is the flipped classroom, in which the student internalizes the contents pointed out before a class and then, together with the class, a discussion is held about the knowledge acquired with the help and guidance of the teacher / professor. However, this knowledge transfer process has some extra difficulties with content that are more easily taught in a practical and face-to-face manner. Assuming, this work presents how the authors got around these difficulties and what the students present in a graduate class in a Software Testing subject thought of the adopted teaching strategy. To present an experience report of the use of the flipped classroom strategy in a software testing subject in a graduate computer science class. In parallel also, analyze the motivation and engagement of students in this learning scenario of the strategy in remote teaching. For this subject, a specific curriculum was selected for the teaching of software testing that takes into account the academic competences of the Brazilian Ministry of Education – MEC. Both the learning of the content were evaluated, taking into account the evaluations that were used in the flipped classroom with other teaching strategies in two other previous classes, the feedback given by the students about the subject and specifically about this teaching strategy was also considered, which was obtained via a structured questionnaire answered anonymously by each of the students participating in the course. The results indicate that there was an increase in the students' grade compared to evaluations of the same subject in the two previous years. However, the most important result was the feedback given by the students in the perception questionnaire of each teaching strategy adopted in the subject, considering that there was an excellent acceptance according to the participants. This paper mainly aims to help teachers / professors and researchers of active teaching methodologies in the perspective of knowledge construction in remote teaching using the flipped classroom as a support strategy.

This Research Full Paper presents an analysis of the perception of research professors of Software Engineering on the use and difficulties in the context of developing classrooms with teaching strategies using active methodologies remotely. In recent years, due to the Covid-19 pandemic, professors have been facing several challenges to keep students engaged, motivated and learning. The active teaching methodologies that have been collaborating in recent years in the teaching and learning process of students, needed to adapt to the remote teaching class scenario that was implemented in several universities. This research measured the point of view of four professors, who are also researchers in computing education, about how their classes behaved in the last two years of the Software Testing subject in a graduate program at a Brazilian federal university. So that computing students have a way to obtain knowledge in a more practical way so that there is a decrease in the difficulty of students adapting to the job market. Professors are increasingly adopting active methodologies, group work and practical teaching approaches in order for students to acquire skills that will be decisive for their professional future. In view of the existing pandemic scenario and the need to adapt teaching plans for remote teaching, this paper sought to identify the perceptions that professors had, whether in the difficulties of adapting activities, adapting teaching plans to difficulties in keeping students attentive and motivated in the content that was being passed on. The objective of this work is to identify and discuss professors' perceptions about the use of active teaching methodologies using remote teaching in a software testing subject of a graduate class at a Brazilian federal university. It was also analyzed how the professors dealt with the issue of student motivation and engagement at that time. An analysis of the teaching plan of the software testing subject of the last two years of the graduate program in computing at a Brazilian federal university was carried out and each of the methodologies with the perception of the professors who participated in these subjects. The collection of these data was carried out by means of an interview with the four professors, the feedback from the students of the classes on each of the adopted methodologies was also analyzed and a triangulation of the data obtained was performed. The results indicate that there were great difficulties in adapting active methodologies from the point of view of the professors, however most of these challenges were overcome in the their views. It was also pointed out that certain methodologies and practices work better if the learning is done in an evolutionary way and that takes into account the students' previous knowledge about contents, tools and practices that the professors want to use. Thus, this paper aims to present an overview of professors' perspectives on the teaching of a computing subject that needs practical approaches using active methodologies in an emergency situation of remote teaching.

This Research to Practice Full Paper presents that teaching of algorithms or an equivalent subject is quite challenging in higher education courses in computing. The algorithms subject, in Computing courses, represents the basis for the formation of skills related to computer programming, where it is through these introductory courses that most students will have their first contact with computer programming The learning of teaching units in the subject of algorithms is considered complex, requiring a greater effort to acquire knowledge. Difficulties in completing the course satisfactorily can be one of the reflections of the high failure rates in the course, which can vary between 40% and 50%. In this sense, several intervention proposals have been explored in the literature with the aim of promoting improvements in the teaching and learning of algorithms, with emphasis on the use of active methodologies, which allow students to be engaged and become protagonists in their learning, making them take the lead in their learning and, consequently, increasing their engagement and interest in the contents covered in the subject of algorithms. Therefore, the purpose of this work is to present a pilot study that consisted in the application of a teaching plan for the algorithms subject that uses the active approaches: Virtual Learning Environments, Coding Dojo, Gamification, Problem Based Learning, Flipped Classroom and Serious Games. The objective of the pilot study was to evaluate, based on the students' perception, the applicability of the intervention proposal presented in this work. The results were considered promising and may contribute to future research by providing a support instrument for the algorithms subject, as well as its good usage practices. So, this paper this paper presents: (i) the research methodology, detailing its main steps, (ii) a pilot case study, which allowed the application of the proposal presented in this work, (iii) the results of the evaluation and the discussions related to the study.

This Research to Practice Full Paper presents that the use of gamification - the adoption of game elements in non- game contexts - is a recurring theme in software engineering education literature in the last decade. Gamification has been largely used to increase the engagement and motivation of students and professionals in their organizations, with a variety of models/frameworks for developing gamified approaches. Studies report positive and negative outcomes from the adoption of gamification. However, generalization is difficult because: (i) the evaluation data are heavily coupled to context and individual characteristics of participants, (ii) there are often insufficient detail on the design of evaluation procedures, hampering replication, (iii) there is lack of significant statistical data and imprecision of qualitative data, and (iv) there are no standard models in use to support the evaluation of gamification, hence there are no standardization in design, data analysis and report of gamification evaluation. The empirical data published so far are not sufficient to elucidate the phenomena resulting from the use of gamification, as there is no standardization in the specification of evaluation strategies, methods of analysis and reporting of results. Therefore, the objective of this study is to present and discuss the use of a framework for the evaluation of gamification in the context of software engineering education and training. For this, we executed a case study, in which the framework was used to support the design of an evaluation study for a gamification case in a knowledge management research group in a public university. Our main findings are: the framework helped streamlining the design of the evaluation study, considering the consistency between data to be collected, evaluation questions, and the goals of the evaluation study, that different rounds of analysis are supported, and that analysis of data relating to one evaluation question can complement analysis of other questions.

This Research to Practice Full Paper presents that Software Process Improvement (SPI) is seen as the fundamental approach to improving software products in software development organizations, being used to improve software quality and reliability, employee and customer satisfaction and return on investment, among other factors. Specialized studies report that organizations face several problems and difficulties in conducting software process improvement initiatives. Among the existing factors are issues related to the attitudes of individuals, for example, resistance to change, lack of motivation, support and commitment of those involved in the initiatives. In this context, it is important that organizations adopt approaches and strategies to facilitate the implementation of the SPI initiatives, since the lack of adequate treatment and consequently the occurrence of problems is something that leads to the failure experienced in the improvement initiatives. Many companies have used game strategies to motivate and engage the employee, not only in productivity and fun, which inevitably improves the work environment, but also to encourage innovation and development of their tasks. Thus, the use of gamification in the context addressed can stimulate people's motivation and commitment to effectively join and participate in SPI initiatives. Gamification has been used to assist in the teaching-learning process, and can be applied in the educational area or in companies, to stimulate a learning and work climate through the motivation of the people involved. Thus, this paper considered the context of problems and difficulties that occur in the software process pmprovement. To evaluate the strategies developed to minimize or treat these problems, a dynamics with gamification elements was applied in a research laboratory. It is noteworthy that gamification has been used to assist in the teaching-learning process, and can be applied in the educational area or in companies, to stimulate a learning and work climate through the motivation of the people involved. In view of the above, this paper aims to evaluate the perception of the participants who acted in the dynamics, in order to obtain feedback regarding the strategies applied to the problems, if they promoted the learning and engagement necessary to develop the activities necessary to achieve the results of the improvement. Thus, in the participants' perception, the use of gamification elements contributes as a mechanism to stimulate people's motivation and commitment to adhere and effectively participate in SPI initiatives.

This Research to Practice Full Paper presents that the number of alternative teaching methods that are being explored in Information Technology teaching is increasing in an attempt to address contemporary pedagogical challenges. Thus, this work aims to adapt a gamification to meet the aspects of the main pedagogical approaches, selected in a previous work, aiming to improve the gamified approach to solve problems within the scope of the Information Technology course. To this, an adaptation was made in the flow of a gamification whose main features are to stimulate the process of generation, dissemination, capture, absorption and socialization of knowledge along different stages of a gamification flow, contemplating the main characters of the Knowledge Management process, such as knowledge generators and the expert. In this way, each stage was detailed based on the following criteria: “meeting the aspects of the pedagogical approaches”, where the reason for adopting this item is presented, the changes made in the stages and additions to the gamification flow, in addition to pointing out the problems and how they are addressed in this approach; “How will this stage be performed?”, where the execution of the gamification is detailed, with the roles of each participant and their assignments, and the rules of each stage of the flow, and the practical actions taken to meet the aspects of the pedagogical approaches used in that stage; and, “The instruments to be used”, where we describe the work products used in the dynamics and the guide for their use. At the end of these steps, the gamification execution plan was elaborated, which was submitted to the evaluation of other experts on knowledge management and gamification, from the peer review technique. Thus, this work contributes by presenting a gamified approach to the teaching and learning of knowledge management based on the adoption of different features included in pedagogical approaches.

This Research to Practice Full Paper presents that the Exploratory Test (ET) is evidenced in the specialized literature as an alternative used in the industry to meet the needs of agile and / or short-term test processes. However, there is still an understanding by professionals in the field that this agile test approach is informal, not considering the realization, mainly, of a strategy that can encompass ET project activities and execution in a systematic way. It is noted that the industry has been spreading the ET due to proposing an efficacy for quick feedback of the test process and not requiring great effort in documentation. However, the applicability of ET still faces challenges related to the definition of an adequate and effective strategy, mainly, to the design and execution of this approach. In view of this, this study aims to identify tools, techniques and / or methods, and work products relevant to ET design and execution activities used by professionals in the field in the industrial context adhering to the practices and goals prescribed in the TMMi (Test Maturity Model Integration). For this, a Survey was applied, by means of the interview technique with implementing professionals and / or evaluators of MPT.Br (Brazilian Testing Process Improvement), certified by TMMi and professionals without accreditation, as long as they are active in the Software Testing area, mainly with process improvement. The results were organized into three groups: 1) identification of the participants, 2) identification of tools, techniques and / or methods, and work products in the context of the ET design, and 3) identification of tools, techniques and / or methods, and work products in the context of ET execution. Thus, in group “1” all participants had more than 5 years of experience in Software Testing and with the ET approach, having their first contact with ET in the work environment or study on their own. In group “2” the Testlink and Jira tools are most used to support project activities, with risk analysis being the most cited technique for activities to identify and prioritize conditions and data for the test, also serving as a complement to the application of ET. As for work products, the most cited were the use of the test plan and results of previous test runs in which the ET was applied. In group “3”, the Mantis and Jira tools were most cited to support the management and execution of the tests. Regarding the execution techniques, the use of ET with manual and automated strategy is noted, and in relation to the work products, the incidents report and matrix were the most cited. It is noted that a tool serves many activities related to the design and execution of ET, with risk analysis being a widely used technique and incident reports being important in the analysis to make decisions regarding the testing process. Finally, it is mentioned that this work together with another study previously carried out on the identification of assets in the international and Brazilian curricula for the use of teaching-learning test design and execution will serve to support the elaboration of a ET teaching plan.

This Research to Practice Full Paper presents that the test design and execution activities are essential in a testing process, as they involve the identification and analysis of assets in order to develop and apply effective test cases in the discovery of incidents. In general, these activities are related to architecture, execution, and test analysis, where the TMMi (Test Maturity Model integration) prescribes a process area with many goals and practices to perform them in an organized and effective way. In the applicability of Exploratory Test (ET), most test design activities are generally not performed because many professionals understand that it is an agile test approach that does not have a systematic strategy that can be used, so only execution activities are performed based on the tester's intuition or experience. Additionally, it is observed in the specialized literature the growth in the use of E T in the industry, making it important to have a teaching-learning approach with structured activities allowing the understanding of how to apply test design and execution. Thus, this work aims to carry out a mapping to establish curricular assets to compose a syllabus aimed at teaching-learning activities of test design and execution. From this, have a basis to extract the curricular guidelines directed to the teaching-learning of E T. This is aligned with the research question: How to match assets related to knowledge on test design and execution of TMMi that adhere to the ACM/IEEE (Association for Computing Machinery / Institute of Electrical and Electronics Engineers) curriculum and the reference to training undergraduate course in Computing at SBC (Brazilian Computer Society)? The mapping took place sequentially: i) the study theme was defined, ii) the curriculum structures and their inputs to be analyzed were defined, iii) the description of each asset was identified, iv) the correspondence between the assets was made, and v) the mapping was validated using peer review. The activity “iv” was carried out based on the specific goals and practices related to the Test Design and Execution process area of TMMi to analyze the correlation of assets present in the SBC and ACM/IEEE curriculum guidelines. As a result, correspondence was generated on two levels, as follows: a) Training axes (SBC) and knowledge areas (ACM/IEEE) related to the test design and execution area of TMMi, b) Derived skills and contents (SBC), as well as topics and learning outcomes (ACM/IEEE) related to specific goals, specific practices and sub-practices of the TMMi process area. In general, the items listed above were identified, respectively, 13 assets and 110 items of assets adhering to the guidelines prescribed in the international and national curriculum for Test Design and Execution. The mapping encourages the development of a teaching plan focused on teaching and learning of ET design and execution, as there is a strong adherence of assets and their corresponding items with academic and industry practices. Such mapping should support the application of specific guidelines to ET.

This Research to Practice Full Paper presents an investigation on the teaching of software tests in Computer Science courses in Brazilian Institutions. In this work, we investigate the existence of subjects and contents related to the software testing theme in the academic curricula of the best Brazilian universities in the computer courses indicated by Folha's Universities Ranking in 2019. So that the software testing activity becomes widespread and recognizable, it needs to be widely taught and discussed, although there is a growing concern with this teaching theme, the organization and depth of teaching software testing varies widely in each curriculum matrix of the studied institutions, especially comparing them with the curriculum of updated reference of the ACM / IEEE (Association for Computing Machinery / Institute of Electrical and Electronic Engineers) and the curriculum guide of the SBC (Brazilian Computer Society) along with the areas of knowledge present in the SWEBOK Guide (Software Engineering Body of Knowledge), which are the main references for building of the curricula of Brazilian institutions. Thus, this work provides important inferences about how software testing has been approached, at the curricular level, in different Brazilian institutions, from specific subjetcs of software testing, subjects that contain topics related to tests and which are the main topics that are taught. Professors and academic managers can use the knowledge generated in this paper to help in a possible readjustment of how their institutions can deal with the teaching of software tests.

This Research for the Practice of Full Paper shows that in the face of the COVID-19 pandemic, the immense challenge of continuing the teaching-learning process without face-to-face classes arose. This required a rapid shift to distance education in order to enable continuity of university activities. Distance education still needs the help of other factors, as some subjects, for example software testing, may need other forms of active approaches and methodologies to make their teaching and learning process more efficient. In teaching some computer science subjects, there is a need for learning through the application of practical activities. The use of distance learning entails an even greater aggravation of this need, given the numerous limitations that exist in this modality, requiring good planning and rigorous monitoring before, during and after classes. Thus, this paper aims to identify and discuss the findings, good practices, recommendations and perceptions used in a software testing subject, in addition to analyzing the motivations and perceptions of students in a distance learning environment.

This Research to Practice Full Paper presents that the contents seen in introductory programming subjects, such as that of algorithms or equivalent subjects, provide a basis for further programming studies provided by computing courses. The contents related to programming are considered complex and difficult to understand, this ends up generating high failure rates in the subjects and, consequently, can influence the increase in the dropout rate in computing courses. Thus, the difficulties faced in learning algorithms require teachers to constantly search for new tools and methodologies that facilitate learning and adequately develop the skills and competences related to programming. Therefore, several forms of interventions in the subjects of algorithms have been used and presented in the specialized literature, with emphasis on active methodologies, which have been generating promising results, making it possible to increase the interaction between students in addition to providing more autonomous learning. Thus, the objective of this work is to present a teaching plan focused on the subject of algorithms, elaborated based on six active methodologies, detailing all the stages of preparing the teaching plan, as well as the teaching units that are worked on each day of class. This work will also present the results of the evaluation of the teaching plan that was carried out by expert teachers in the use of active methodologies and in the teaching of algorithms. For the development of this work, a quasi-Systematic Review of Literature was carried out, which allowed the identification of the main forms of intervention that are currently being used in the teaching of algorithms. Then, the teaching plan was elaborated based on the active methodologies that were identified in the previous step and, finally, the evaluation was carried out using the peer review technique, which counted on the participation of teachers with experience in teaching algorithms and using active methodologies. As a result, there is a teaching plan that is entirely shaped by active methodologies, which consists of 17 theoretical and practical classes, distributed in 5 modules. This plan is based on curriculum references such as the Brazilian Computer Society (SBC) and Association for Computing Machinery / Institute of Electrical and Electronic Engineers (ACM / IEEE). In addition, the plan also has support materials for all classes. The elaboration of a teaching plan of great importance, as it allows to diversify the way of teaching complex subjects that cause a high failure rate in algorithm subjects.

This Research to Practice Full Paper presents that the gamification has been used to motivate and engage participants in software engineering education and training. The effects of gamification in this area have been studied and reported since 2011. However, there are no studies that propose standard procedures for evaluating gamification in the specific context of software engineering education and training. As a result, each study proposes their own evaluation procedures, making it difficult to compare approaches. The standardization of criteria, measures and indicators can allow an objective comparison between primary studies on gamification in software engineering, reinforcing results and revealing trends. Thus, the objective of this study is to propose and evaluate a framework for the evaluation of gamification in the context of software engineering education and training. The proposed framework focus on the structural aspect of an evaluation, consisting of concepts (entities) and their relationships. The development of this framework consisted of three steps: (1) the definition of the framework structure, based on the results of a systematic review of the literature on evaluation of gamification in software engineering education and practice, and its adequation to the GQIM (Goal-Question-Indicator-Metric) model; (2) an ad hoc review of this framework by three researchers; and (3) the execution of a PoC (Proof of Concept) evaluation, in order to perform an preliminar assessment of the framework adequacy. As a result, we were able to use the framework to model the evaluation of two primary studies, documenting the items found in these studies, which revealed the existence of a common measure between the two studies (Total lines of code, or LOC). The existence of only one common measure in both evaluations makes it difficult to compare the results of the studies. Additionally, we observed that one of the studies did not present information to justify the choice of the measures used in its evaluation and did not summarize all the data collected in its evaluation procedures. Therefore, the use of the framework might be useful to identify points of improvement for the validity of evaluation studies.

This Research to Practice Full Paper presents that theoretical subjects are a major concern for researchers in the teaching and learning process, especially in how to improve them so that trained professionals have the necessary skills to act. In the study area of Information Technologies, one of the subjects that is framed in this reality is that of software process. The software production industry considers it essential to increasingly improve its software development processes, so that different models were created for this purpose, such as CMMI (Capability Maturity Model Integration) and MPS.BR (Brazilian Software Process Improvement Model), and norms such as ISO / IEC (International Organization for Standardization / International Electrotechnical Commission), pursuing this objective. In the consultation carried out from a survey of professionals with experience in the software market, it was seen that recent graduates need complementary courses to meet the skills required in the profession. In order to solve this situation, the following research questions were formulated: (i) What strategies can be used to teach the software process? (ii) How to use these strategies in the classroom? The main objective of this work is to describe, from a catalog, how to use the main strategies adopted for teaching and learning the software process. For the development of this research, a literature review was carried out in the main qualified conferences in the area of teaching in Information Technology with the collection of studies dealing with teaching on software process. After that, a description of each teaching strategy was carried out, identifying how to adopt it in the classroom and its example of use in the literature. The strategies covered by the catalog are: Flipped classroom, Project-based learning, Gamification, Serious games, Workshop, Software factory, Playful resources and Scrum Methodology. As a way of evaluating the catalog, a peer review was developed, based on the following steps: (i) planning, where the experts were identified and the creation of the questionnaire was developed; (ii) execution, with consultation with experts in the area of software process and teaching and learning from questionnaires; (iii) analysis and summary, where the experts' information was collected and analyzed and deliberated with due justification as to whether or not they would be implemented in the catalog. The main contribution of this work is a catalog evaluated by experts covering the description of how to adopt the strategies for teaching software process, based on the mapping of qualified literature, as an example of execution.

This Research to Practice Full Paper presents exploratory testing, an approach that has become quite relevant in the testing software, growing its application in the industrial scenario. The main reason for that is the emerging utilization of agile practices in the software development process to satisfy the needs of the market (Time to Market), which is essential for a company to remain active in the market. However, the systematic mapping study performed found few studies about the application of exploratory testing, a subject little discussed in the academic context. For this reason, this work uses gamification as a systematic strategy in exploratory test teaching and learning in the form of an experiment with two classes. One class has undergraduate students in Computer Science, and the other has students who graduated as Computer Technicians. The aim is to engage students to obtain a better performance, preparing them to use that test approach in the industrial and academic context. As a result, students achieved good overall performance; with reports from students that gamification facilitated and significantly collaborated to achieve a better performance converging with the quantitative data obtained. This can be evidenced mainly by the fact that both runs of the experiment (classes) reached a percentage higher than 70% of achievement, a great overall performance analyzed by the ratio of medals obtained by participation.

This Research to Practice Full Paper presents a proposal for a model to improve the teaching process of software testing supported by elements of agile methods. It was developed to be used as a guide to support professors or specialists for decision making, selection of teaching materials according to the participants' cognitive learning for the execution of subjects or teaching units on topics related to software testing. In addition to suggesting several personalized activities, presenting an instance of application of a teaching syllabus that adheres to several reference syllabus, this model also seeks to be extensible, to be applied in other teaching areas, trying not to be limited to the software testing area. The construction of this model makes use of practical teaching approaches supported by practices, such as gamification and playful teaching to motivate and engage participants, bringing common tasks and technologies in the software industry in parallel to classic lecture classes, in order to develop certain skills, which were obtained through academic syllabus, together with technical skills in software testing for participants, in addition to knowledge of several open source tools that are used by testing professionals in the software industry. This construction is specified in several stages arranged in a teaching cycle, being sequenced when they are applied and can be adapted for other learning scenarios. Subsequently, the skills, competences and support materials that can be used are presented in addition to the possible effects expected on students from the application of this model in the teaching of software testing. As it uses practical teaching approaches, it is advisable that this model is used by professors who have a teaching facilitator profile, as it presents humanistic teaching learning, with a focus on participants and teamwork, principles found in agile methods, in which activities will have deliveries of products that approach what is performed in a software company and it will be necessary the interaction of all participants in the model. The evaluation process for this teaching model took place in two stages. First, there was an analysis and individual evaluation of the model through the questionnaire, then there was a consensus meeting between the evaluators, where they justified the marks attributed in the evaluation and their considerations on other responses. This meeting aimed to solve disagreements and collect opinions, enabling problems to be solved and reaching a final consensus among the evaluators. The authors consider that it is necessary to remodel teaching paradigms of computing subjects, using together some characteristics of traditional approaches with more practical teaching approaches that solidify the knowledge of the participants for the challenges that exist in the software industry.

This Research to Practice full paper presents an investigation into the construction of a software testing syllabus, using agile practices as support to make it adherent to teaching by academic skills. In most Brazilian universities, software testing is approached mainly as subtopics of the subjects of Software Engineering or Software Quality; this little contact with the topic can become a discouraging problem for higher education students seeking knowledge about this important area. For the development of the syllabus, we had as reference the competence and syllabus guidelines of the Ministry of Education of Brazil, which is the regulator of the syllabus guidelines for undergraduate and graduate courses in computing in Brazil. In conjunction with these guidelines, other assets in the area were aligned, such as the academic syllabus of the Brazilian Computer Society and the ACM / IEEE, in conjunction with the SWEBOK test-oriented knowledge areas, the Test Maturity Model Integration process areas and guided by agile practices, principles and techniques found in the literature. After this stage, the construction of teaching units for teaching of software testing was carried out. These teaching units were evaluated as part of the software testing teaching model by means a focus group, composed of three doctors who are also specialists in the teaching of software engineering, with experience in teaching and research. Thus, this work also provides a set of skills that we consider favorable to the teaching of software testing, considering several academic syllabuses analyzed. Academic program managers and teachers can use the knowledge generated in this article to facilitate the construction of syllabuses or subjects related to tests, learning objects and academic syllabus. Our findings can also be learning facilitators for competency-based teaching and learning experiences for testing professionals.

This Research to Practice Full Paper presents a proposal to teach the software measurement process from a gamification class that makes use of games elements and serious game. This class aims to encourage interaction in the classroom and thereby foster interest in the process. In addition, the proposal was applied in two classes with a total of 22 students from a Federal University in Brazil. As a result, one of the experiments yielded a level of 80% of the evaluations with positive criteria for the class using the gamification. Finally, the gamification had a positive effect on those involved when it is not only the use of game elements in a non-gaming context, but it is the intelligent use of this concept. In conclusion, the proposal helped in the teaching process of software measurement from the creation of a competitive and collaborative environment with the core in classroom interactions.

This Research to Practice Full Paper presents the gamification as a teaching and learning practice that can be applied as a positive result allowing students to develop the necessary skills for the content of the Algorithms subject. In this context, we have as a guiding question for this work: How to validate a gamified framework for the Algorithms subject or equivalent for undergraduate courses in Information Technology? Thus, the main goal of this work is to validate the gamified approach proposed for the Algorithms subject in undergraduate courses in Information Technology. The gamified framework for the Algorithms subject or equivalent is an alternative to the teaching and learning process, which provides greater performance, as well as a motivation for students to be interacting in their learning process. Through the validation process, we can see that compared to the previously acquired grades, students achieved a higher performance. In addition, through the analysis within the same class between forms in the professor's practice, that is, the comparison of how the subject is taught with the gamified approach, we perceive a greater engagement of the students for the delivery of activities and participation in the class.

Statistical Process Control (SPC) is applied to the software context in process analysis and improvement in high level maturity organizations. There are some studies that talk about the SPC in the context of software, however, these do not yet describe in depth the approaches related to it. The main goal of this study is to present the results of a Systematic Review of Literature, aiming to identify the SPC-related approaches (in this work, approaches are understood as techniques, frameworks, methods and tools to support the implementation of a process), which were put together in the form of a catalog. In this study, only the tools that implement the SPC will be presented, describing its characteristics, example of use, availability and ownership. With this study researchers will obtain valuable information for the possible future application of these tools in their development contexts.

This paper presents the application of Gamification, proposed by Alcantara and Oliveira (2018), for Teaching and Learning of Knowledge Management in a Software Quality Lab. The proposal is briefly presented, followed by the description of the application in the laboratory. Finally, we present the results obtained by a quantitative evaluation, based on the data collected during the experiment, followed by a qualitative evaluation based on the SWOT (Strength, Weakness, Opportunity and Threats) analysis from the perspective of the participants and, soon after, the final considerations are presented.

The purpose of this research study is to identify Statistical Process Control methods and their importance for the current software industry. Statistical Process Control is a set of techniques employed for achieving a stable and repeatable process. In organizations that are seeking a high degree of maturity, it is necessary to achieve a statistical control of software processes and to know their behavior and operational performance. However, the use of these techniques by software development organizations has proved to be complex. The approach adopted for the teaching approach involves reading articles and experience performance reports, practical cases, discussion, the use of games and simulators, practical projects and reflection by students on the knowledge learned and activities carried out. In this context, it is expected that the students will feel a greater degree of motivation and reach more advanced levels of learning by being involved in a more playful and practical class atmosphere that simulates the environments encountered in industry. The experiment was conducted with undergraduates enrolled in a Computer Science Bachelor's degree programe, who were divided into a “control group” and an “experimental group”. At the end, the two groups carried out a practical project to evaluate the level of learning reached by the students. The results of the study suggest that there was a difference in the effectiveness of the learning resulting from the teaching approach and traditional instruction. We observed a mean gain of 30.06% in the experimental group, which is evidence of this rise in the learning effectiveness.

Currently, the development of new technologies occurs at all times, and tied to this is the increased competition between organizations. Based on this principle, it is essential that they seek to achieve quality in the development of their applications. One of the essential tools for this is Function Point Analysis (FPA). In view of this scenario, it is indispensable that the students have contact with this technique as soon as possible. Thus, this study aims to use the games concepts and elements to stimulate support for teaching and engaging student motivation in learning this technique of software estimation, which was taught in a postgraduate course in computer science in an brazilian federal university. For that, classes were defined to teach the FPA technique that used games elements as motivation for the students. Therefore, this research resulted in an enrichment of the knowledge of these students in the practice of estimation, commonly present and recommended the use in software quality models. This work aims to contribute to the teaching of the FPA technique for students, aiming at a better preparation for the software development market. It was also verified that the use of Gamification elements and learning scenarios for the teaching of this estimation technique was efficient, since the participating students were more dedicated to the tasks and were participative in all the different types of classes.

The use of methods inserted in the context of Experimental Software Engineering as the experimental study, case studies, opinion surveys and controlled experiments, has intensified in recent years. Considering this context, this study aims to present the application of the Open Coding proposal in the experimental method of Grounded Theory (GT), in order to contribute to the definition of the profile of Information and Communication Technology (ICT) companies in the State of Para from Brazil, since the results generated in this work favor the development of the next steps of the GT method. The context explored happened under the perpescence of the MOSE model, more specifically in the Customer and Market (CM) dimension, once the investigation was based on information related to the concepts present in this dimension, aiming to know the form that occurs the development of the CM competence in the daily life of each company participating in this research.

The software industry presents dissatisfaction in relation to the level of recently graduated professionals. Consequently, software companies end up investing in the training of these professionals in order to develop skills related to the software development process. This paper presents an experience report of an adaptation of industry training practices in a course of Software Engineering (SE). Initially, we mapped SE topics of the ACM/IEEE curriculum guidelines to the specific practices of the CMMI-DEV model. Then, we carried out a survey of training strategies with 10 consultants in Software Process Improvement (SPI), who also act as SE professors. Finally, these strategies have been adapted and incorporated in a SE Course. We compared the impact of these learning strategies in relation to traditional teaching approaches, regarding the student perception of learning. We observed an increase of approximately 20 percent in student perception of learning in relation to the SE topics with industry training strategies.

The goal of this work is analyzing each one of the phases that composes the structure of the IDEAL (Initiating, Diagnosing, Establishing, Acting and Learning) model, as well as its activities and principles, and adapting for the characteristics that the software process implementation environment must have about the continuous software process improvement. This environment helps an organization in the gradual software process implementation, it is useful to supply automated support by means of an environment (ImPProS - gradual software process implementation environment) capable to support the phases that the specialized literature considers as necessary: software process definition, simulation, execution and evaluation (Oliveira et al., 2005). The ImPProS is a project of initiative the Center of Informatic at UFPE - Federal University of Pernambuco with the partnership at UNAMA - University of Amazonia, financed by CNPq - National Advice of Scientific and Technological Development, which aims the creation of an environment of support to the implementation a software process in an organization of gradual way. The "gradual" term denotes the fact that the process implementation is performed with the experiences learned in its previous phases. Thus, it is composed of a cooperative environment, formed for nine main tools: ProDefiner; ProSimulator; ProEnacter; ProEvaluator; ProImprove; ProAnalyser; ProReuse; ProKnowledge; and ProConverter.

This paper presents ToolManager, a tool for management of CASE tools during the development of a specific software project. The aim of this tool is to support part of an automated process for the planning, management and use of CASE tools during the execution of activities defined in a software project plan. This plan is managed by an environment for automated software projects management, called ProjectSpace. This paper discuss the conception of ToolManager, the specification of its functions, and the description of its main features.